Verbos de percepção como marcadores argumentativos na produção textual: uma proposta teórica e aplicada

Abstract

The Brazilian National High School Exam (Enem) is currently the main mechanism for admission to public and private institutions of higher education in Brazil. The writing test of this exam requires the development of an argumentative essay whose evaluation is made according to criteria established by five competencies. It was observed that the use of visual perception verbs for the organization and development of information, facts, and opinions, in constructions such as vê-se que ‗it is seen that‘, observa-se que ‗it is observed that‘, is recurrent in these texts and can be evaluated in Competence III. Normative grammars do not propose an associative analysis between the form of linguistic structures and their meaning or function, as is carried out in this research with the constructions with verbs of visual perception under investigation. As such grammars are usually the basis for working with Portuguese language in basic education, we observed that there is a knowledge gap about this phenomenon. Thus, this work is justified by trying to cover this knowledge gap, bringing a theoreticaldescriptive analysis, as well as a practical application, of the structures with verbs of visual perception, focusing on their function in the Enem essay. Thus, we proposed a first stage of theoretical analysis, which consisted of analyzing the construction [[[Vperception + Present Tense se] that [subordinate clause]] in Enem essays evaluated with the highest score (1000), made available by the National Institute of Educational Studies and Research Anísio Teixeira (Inep), theoretically based on Croft‘s (2022) model of Construction Grammar. We observed that, through a historical metaphorical process, perceptual verbs used in these texts start to function as argumentative markers and that the construction is also used as a way to reduce subjectivity in the text, aiming at its functionality within the Enem essay. This dissertation also proposed a second practical stage. This stage consisted of the elaboration and application of a didactic sequence (based on Dolz; Noverraz; Schneuwly, 2004), with argumentative techniques, built using the visual perception verbs construction, which was developed with students of the final year of High School at a public school in Belo Horizonte. The practical analysis was based on the hypothesis, corroborated by the data collected, that using these structures in teaching can help students to perform well in writing, specifically in the assessment of Competence III. This dissertation presents, therefore, the proposal of a theoretical and applied research, which sought to foster the dialogue between the research produced in the university and the teaching practice in the classroom.